few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
problem_activity: Activity
In this activity, students see that withdrawals, in addition to debts, can also be represented using negative numbers. Students continue using addition and subtraction to solve problems about debt. While solving the last problem, students may begin wondering about multiplying and dividing signed numbers, which will be addressed in the next several lessons.
You may wish to ask students to pause after the first question for discussion. The decision about which numbers to represent with positive versus negative values hinges on whether you are thinking from the perspective of the person or the perspective of the account. Point out that the final balance is represented with a negative number to show that the person owes the bank money (this should be brought out in the launch). Therefore, from the perspective of the account, deposits are positive values and withdrawals are negative values. It would be possible to proceed either way, but it will facilitate discussion later if everyone uses the same convention as a result of work on the first question.
As students work, monitor for students who are expressing their reasoning as addition and subtraction equations or expressions.
Launch
Display the bank statement image for all to see, without the questions. Ask students to think of two things they notice and two things they wonder. Give students 1 minute of quiet think time. Select a few students to share. Make sure students understand the meaning of
deposit
and
withdrawal
.
Give students quiet work time followed by whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Reading, Writing: MLR5 Co-craft Questions.
To support students in making sense of the bank statement, display the image of the bank statement without the remaining text of the problem. Clarify the meaning of the terms in the bank statement (e.g., deposit, withdrawal, balance) in this context. Note that the word “balance” has an everyday meaning (“I fell down when I lost my balance”). Then ask pairs of students to write down possible mathematical questions that might be asked about the situation. Invite pairs to share with the whole class. Highlight questions that relate to calculating a balance based on a given deposit or withdrawal. This will allow students to use mathematical language related to a bank statement as they reason about the accounting situation.
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
Here is a bank statement.
[IMG]
If we put withdrawals and deposits in the same column, how can they be represented?
Andre withdraws
$
40 to buy a music player. What is his new balance?
If Andre deposits
$
100 in this account, will he still be in debt? How do you know?
Student Response
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Student Facing
Are you ready for more?
The
national debt
of a country is the total amount of money the government of that country owes. Imagine everyone in the United States was asked to help pay off the national debt. How much would each person have to pay?
Student Response
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Activity Synthesis
The most important thing for students to understand is that the rules for adding and subtracting signed numbers can help them solve problems about debts.
Select students to share their solutions. Ask students to indicate whether they agree, disagree, or have any clarifying questions.


correct_option_index: 2